04 SES 06 C, Inequality
Our contribution deals with the requirements for successful inclusive education in school. Particularly we focus on the input of Disability Studies in the ongoing discourse on inclusive education in the German school system. We show that the Disability Studies´ perspective will enrich the discussion and the educational processes.
We give one presentation on the perspective of Disability Studies on inclusive education (Swantje Köbsell), and one on the Human Right to inclusive education referring to the Convention on the Rights of Persons with Disabilities (CRPD) (Marianne Hirschberg). Disability as part of Human Diversity should be regarded as a basic concept for inclusive education. Regarding the question of the requirements for qualitative inclusive education for all (disabled and non disabled) children we concentrate on the needs and interests of disabled pupils following the Disability Studies Perspective.
We want to discuss some of the necessary prerequisites for inclusive education. In our paper session we want to put forward in how far a disability studies’ perspective can contribute to a fruitful discussion on inclusion in the fields of special and general education.
The disability studies perspective on inclusion is the topic of the first paper (Köbsell), the Human Rights perspective on inclusive education referring to the Convention on the Rights of Persons with Disabilities (CRPD) is the topic of the second paper (Hirschberg). Through this approach we want to shed light on areas that are often neglected, like the construction of normality in educational arrangements along the allegedly non-disabled majority, and to contrast them with a theoretical framework of inclusion that values difference.
The German as well as the international discourse on the inclusion of disabled children into mainstream schools has traditionally been dominated by non-disabled experts. Disability studies conceptualise disability as the result of a process of social construction which is shaped by historical, cultural and social factors. Thus, disability is not viewed as an medically defined individual impairment, a perspective which distinguishes disability studies from the dominant perspective on disability. Disability studies research the process of constructing normality as well as the function of disability within this process. Thus, the relation between able-bodied normality and disabled deviation from it, which is still present in the background of the inclusion discourse, is being deconstructed.
The Convention on the Rights of Persons with Disabilities (CRPD) constitutes a legal right to education for disabled and non-disabled children within an inclusive education system. After ratifying the CRPD, states’ governments are compelled to create inclusive education systems. In Germany, the conjoint education of disabled and non-disabled students is being discussed since the 1970ies. In the 1980ies research could prove the possibility of successful conjoint education albeit it needs certain prerequisites but little attention was payed to the question, how students with impairments experience being mainstreamed resp. what their view was on necessary prerequsites of successful inclusion.
From a disability studies perspective the paper session will focus on the needs and interests of students with impairments that need to be fulfilled for successful inclusive education for all children.
Allen, Julie (2010): The sociology of disability and the struggle for inclusive education. In: British Journal of Sociology of Education. 31, 5: 603-619 Barton, Len/Armstrong, Felicity (2001): Disability, Education and Inclusion: Cross-cultural Issues and Dilemmas. In: Albrecht, Gary L./Seelman, Katherine D./Bury, Michael (Hg.): Handbook of Disability Studies. London: 693-710 Goodley, Dan (2011): Education: Inclusive Disability Studies, In: Goodley, Dan: Disability Studies. An Interdisciplinary Introduction, London, pp. 138- Oliver, Mike/Barnes, Colin (1998): Social Policy and Disabled people: From Exclusion to Inclusion. London. Oliver Mike (1996): Understanding Disability. From Theory to Practice. Houndmills, Basingstoke. United Nations (2006): Convention on the Rights of Persons with Disabilities. Geneva Valle, Jan W; Connor, David J. (2011): Rethinking Disability. A Disability Studies Approach to Inclusive Practices. New York
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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